About Parent Insight

Independent guidance for parents who want to understand their child’s learning.

Parent Insight supports parents when a concern is raised about their child's learning, confidence, behaviour, friendships, social skills or development, from Early Years through to Year 9 inclusive. Philippa provides independent educational guidance based on more than twenty years as a teacher and education professional, helping you understand what you are seeing and decide the practical next steps that fit your family.

Philippa Cooper, founder of Parent Insight

The teacher behind the reports

Meet Philippa Cooper.

I am a qualified teacher with an Honours degree in Education and over twenty years in classrooms, assessment and mentoring. Because I am independent of any school, I can look at your child with fresh eyes — weighing what you see at home, what school sees, and what the evidence suggests — so you can understand the concern and decide what to do next.

As a mother myself, I understand how worrying it can feel when something about your child’s learning, confidence or wellbeing does not seem quite right, and how difficult it can be to know what to do next.

Every Parent Concern Report is read, considered and written by me. I take time to understand your child’s story, looking carefully at what you have shared alongside my experience of children, learning and classroom life.

Your child is never reduced to a checklist or a template. The report reflects professional judgement built from over twenty years working with children, families and schools.

If your child needs specialist assessment, statutory support or input from another professional, I will say so clearly and help point you towards the appropriate next step.

Experience

A broad view of children, learning and families.

20+ years in education

More than twenty years working directly with children and families across village schools, mixed-age classes, larger school settings and highly challenging schools serving communities with significant levels of need and deprivation. This breadth means I understand how the same child can present differently across classrooms, year groups and home, and how learning, confidence, behaviour and development can affect one another. I have worked with families at very different starting points and know that useful guidance must be practical, proportionate and grounded in the child's everyday experience.

SEND leadership and additional needs

I worked as a school SENDCo for many years, leading and coordinating support for children with a wide range of additional needs. The role involved working closely with parents, teachers, senior leaders and outside professionals to identify barriers, plan appropriate support, review progress and help families understand the school's SEND processes. This gives me practical insight into the conversations parents are likely to have with a school SENDCo, the information that helps those discussions, and how concerns can be presented clearly and constructively.

Current assessment and examining work

I currently work as a SATs marker and an International English Examiner. This ongoing assessment work keeps me closely connected to how children's attainment, progress, written work and use of language are judged against formal criteria. It strengthens my ability to look carefully at evidence, identify what is significant, distinguish a pattern from an isolated difficulty and explain educational information to parents in clear language.

Over 10 years running a successful private tutoring business

I ran my own successful private tutoring business for over ten years, working closely with children and families and employing other education professionals as the business developed. I planned support around individual strengths and barriers, monitored progress and communicated regularly with parents about what was and was not helping. This gave me first-hand insight into concerns families often notice outside school and the value of bringing home and school information together before deciding the next steps.

Educational research across early years and secondary education

I work with the National Foundation for Educational Research (NFER) on research projects across Early Years through to secondary education. This ongoing role gives me current experience of different schools, age groups, educational approaches and assessment contexts. It also keeps my work informed by careful observation, consistent evidence gathering and the wider realities of education beyond a single school or phase.

Teacher training and mentoring

I have experience as a Key Stage Phase Lead and University Teacher Training Mentor, supporting and developing teachers as well as working directly with children and families. These leadership roles involved observing teaching, giving structured feedback, supporting planning and helping colleagues respond to different learning needs. They strengthened my understanding of classroom practice, school expectations and how concerns can be translated into constructive professional conversations.

What parents say about Philippa

Clarity, compassion and practical support.

These comments are from parents of children Philippa previously taught or supported through private tutoring. They reflect the clarity, compassion and practical support she brings to her work with children and families. Shared anonymously and with permission.

“She was an amazing support to my child and gave him the confidence he needed to believe he could do it.”

Parent previously supported by Philippa

“My child loved having Philippa as his class teacher and did not want the year to end. She genuinely cared about every child in her class.”

Parent of a former pupil

“When we needed help and support for our child, Philippa showed genuine compassion and helped us understand what we could do next.”

Parent previously supported by Philippa

“I was tearing my hair out over problems we were experiencing with my son at home and at school. After speaking to Philippa, I felt so much better. She made everything feel clearer.”

Parent previously supported by Philippa

“She took control when I needed help. I did not know who else to turn to, and after speaking to her I felt I understood things much more clearly.”

Parent previously supported by Philippa

“Our son said she was the best teacher he had ever had—and we agreed!”

Parent of a former pupil